DACS-PP Clinical Recording Report Guidance for the Transcript

DACS-PP Clinical Recording Report Guidance for the Transcript

General Format

You should transcribe the two 5 minute sections using the standard transcription template we have provided.

Timings

On line 1 you should indicate the time on the digital file when the transcript begins, and indicate the time on the digital file on a new line after every minute has elapsed (to help the examiner find a particular section on the file). You should then indicate the time on the file at the end of each 5 minute section. A continuous 10 minute section from the session should still be transcribed as two separate 5 minute sections.

Each section should be up to 5 minutes long, but you should transcribe to the end of a client’s statement/response, even if this means going slightly over 5 minutes, rather than stop the transcript in the middle of a sentence. However, if a transcribed section is significantly longer than 5 minutes, the examiners will not assess the commentary after the client’s last response once 5 minutes has elapsed.

Identification

Comments and questions by yourself should be preceded by T: followed by an indent. Responses and comments by the client(s) should be preceded by C: followed by an indent. Multiple clients should be identified as C1, C2, etc. with a key provided in the Introduction section to indicate their identity (e.g. parent and child service user). Comments from other people present in the room (e.g. supervisor, other professionals) should be identified as P1, P2, etc. with a key provided to indicate their identity/role.

Example:

LINE NO. / TEXT / NOTES AND REFLECTIONS
1 / 00.40
2 / T:So how have things been since our last appointment?
3 / C1:Well, not good really. I wanted my mum to come in with me today.
4 / C2:No, we’ve not had a good week, have we?

Key:

C1: Client, 14 year old girl

C2: Client’s mother

P1: Client’s School Head of Year

Unnecessary Content

You do not need to transcribe all ‘filler’ words, e.g. hm, huh, mm, ah, y’know, as long as the meaning is maintained.

So for example:

C:So, you know, I was um referred by err my doctor, err what’s his name, yeah err my GP, yeah, back in um Apr-, no June I think it was, yeah June.

Becomes:

C:So I was referred by my GP back in June, I think it was.

Incorrect Use of Language

If a client mispronounces words, transcribe these as they were said. Don’t try to ‘clean up’ the text by removing swearing, slang, grammatical errors or misuse of words or concepts.

However, if an incorrect use or mispronunciation means that the transcript is consequently hard to understand or follow, follow this with your best guess of the correct word or phrase in square brackets with a forward slash before and after the brackets, e.g.

C:I pacifically /[specifically]/ told him not to go there, and he goes and done it.

Reporting Speech

If a client reports something that someone else has said to them, or something they have said to someone else, put this in double inverted commas, e.g.

C:So I says to him “I haven’t got it”, and he says “Yes you have”.

Overlapping Speech

If two or more people are speaking at the same time (i.e. overlapping speech) and it is not possible to distinguish what each person is saying, write [cross talk] immediately after the last identifiable speaker’s text and pick up with the next audible speaker.

Pauses and Inaudible Information

Identify words and phrases that were inaudible or difficult to decipher. Indicate this by typing (inaudible). If a full sentence or more is inaudible, put the timings in as well, e.g. (inaudible 31.21 – 32.00).

You do not need to transcribe all short pauses that a person makes, unless you feel that this conveys significant information that you wish to respond to in your commentary.

If a client pauses briefly between statements or trails off at the end of a statement (for between two to five seconds), use three ellipses, i.e. . . . between words or at the end of a statement.

If there is a longer pause of more than five seconds, use [long pause] to indicate this.

Example:

C:So I feel. . . I don’t know. . . I feel really (inaudible). . . it’s hard, you know [long pause]. I just need. . . (inaudible 10.01 – 10.15)

Unclear/Questionable Statements

If you are not sure about the accuracy of something said by a client, due to ambiguity or difficulty hearing the information, put your best guess in brackets and question marks either side of this, e.g. if you were unsure whether a client said ‘Suffolk’ or ‘Southwark’ you might put:

C: My family are originally from ?(Southwark)?

Identifying Information

No copies of the Clinical Recording are kept by the programme once the assessment process has been completed. However, the Clinical Recording Report is archived by the programme alongside other written academic work. As such, it is important that the Clinical Recording Report transcript does not contain any potential identifying information, even if this is present on the recording.

You therefore need to use anonymised labels or pseudonyms for all clients and family members and other professionals. If the client uses their own name (or that of someone else involved in the work) during the session, you can choose to use to replace this with a consistent pseudonym, or replace it with the appropriate label, i.e. C1, C2, e.g.

C1:So my mum shouted “C1 stop that!”

C2: Yeah, I did, and I told myself “C2, you’ve lost it again”

If the client refers to someone else outside of the session by their name, do not transcribe the name but put in brackets a word or phrase which describes their role or relationship, e.g.

C:It was (CPN) who first suggested I saw a psychologist. I talked it over with (partner) and agreed to give it a go.

Transcribing Non-verbal communication

You do not need to transcribe ALL non-verbal communication. You only need to indicate significant non-verbal communication that is relevant to the therapeutic process. The examiners will have access to the video/audio file and therefore will be able to see or hear certain important non-verbal communication (e.g. gesticulation or raised volume of voices).

Indicate important non-verbal communication by putting a behavioural description in square brackets, e.g. [sighs] [laughs]. Do not interpret non-verbal communication, e.g. don’t put [nervous laughing] or [bored sigh]. Be consistent with how you indicate behaviours, i.e. always use either [laughs] or [laughing] consistently.

There are two main reasons why you would choose to transcribe non-verbal communication:

When you have submitted an audio file which does not communicate important non-verbal communication that you noticed (and/or responded to in the session) but which is not apparent from listening to audio only, for example:
You ask a question and the client responds by silently shrugging their shoulders.
You ask “Who thinks that?” and a client silently points at someone else in the room.

When non-verbal communication was an important part of the therapeutic or assessment process and forms part of either your reflections or your responses in the session, for example:
A client is describing distressing experiences and starts laughing; you may wish to transcribe this in order to reflect on the possible reasons for this and your response.
You ask a question and the client ignores it and looks away, or shrugs their shoulders; you may wish to transcribe this in order to reflect on the impact of the question and possible alternative questions you could have asked.
A client begins to raise their voice and speak more quickly when talking about a particular experience; you may wish to transcribe this in order to reflect on their changing emotional state and how you responded to this.

Transcript and Commentary

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